学习次数和材料难度对学习判断绝对准确性的影响  

The Influence of Learning Times and Material Difficulty on Judgment of Learning's Absolute Accuracy

作　　者：姜英杰[1] 杨玲[1] 严燕[1] 

机构地区：[1]东北师范大学教育学部心理学院,长春130024

出　　处：《心理发展与教育》2013年第6期625-630,共6页Psychological Development and Education

基　　金：教育部人文社科规划基金项目(12YJA90008);吉林省哲学社会科学规划项目(2011B069);吉林省教育科学规划重点项目(ZC11012)

摘　　要：本研究采用5(学习次数)×2(材料难度)被试内设计,考察材料难度和学习次数对即刻和延迟学习判断绝对准确性的影响。45名大学生被试参加实验,共收集有效数据37个。结果表明:(1)即刻条件下,高、低难度词对都出现了练习伴随低估效应;(2)延迟条件下,高、低难度词对均未出现练习伴随低估效应。对低难度词对的学习判断准确预测了回忆成绩,高难度词对则出现了练习伴随高估效应;(3)随着学习次数的增加,不同难度词对在即刻条件下的练习伴随低估效应趋于消失,延迟条件下高难度词对的练习伴随高估效应趋于消失。This research explored the effect of material difficulty and study times on the absolute accuracy of immediate and delayed Judgment of Learning （JOL）. The design of this experiment was 5 （ learning times）× 2 （material difficulty） , and every participant joined all conditions. All items which composed by 24 paired easy items and 24 paired difficult items were assigned separately in the immediate and delayed conditions. The difficulty of all items was evaluated by passing rate. 45 participants who were undergraduates attended this experiment and studied all the items for five times. We adopted the classical paradigm of the judgment of learning： study-judgment- recall. All responses which were grades of judgment of learning and memory performance were recorded by computer, while absolute accuracy of JOL was evaluated as indexes. We collected 37 effective data in the end. The results were as follows： （1） In the immediate- JOL condition, the Underconfidence-With-Practice effect appeared both in easy and difficult items ; （2） In the delayed Judgment of Learning condition, there was no Underconfidence- With-Practice effect in any items, but there were no bias in easy items and Overconfidence-With-Practice effect in difficult items; （3） Both Underconfidence-With-Praetice and Overconfidence-With-Practice effects disappeared gradually following the repeating times.

关 键 词：学习判断 练习伴随低估效应 练习伴随高估效应 

分 类 号：G442[哲学宗教—心理学]